Lesson Plan

Lesson date and time: 2- 1 hour class periods Subject Area: Art Grade Level/ # of students: 4th Unit Title: Kandinsky Lesson Title: Kandinsky and Color Symbolism

Overview Description o The students will create an abstract, organic watercolor painting in the style of Kandinsky. This painting will be inspired by music and the affect it has on the emotions. Time Line (2 hours) o First Class (1 hour) 2 min-Anticipatory set-Abstract 5 min (7 min)-Kandinsky presentation 3-min (10 min) -Hand out worksheet- ask student to write name/grade/class-Students get out markers and pencil. Give directions. 15 min (25 min)-Students fill out color symbolism worksheet. Hand out materials. 2 min (27 min)- Color symbolism presentation 5 min (32 min)-Model ripping paper and wet-on-wet watercolor technique 3 min (35 min)-Guided practice- rip watercolor paper into 6 sections. Write name and grade/class on each section. 5 min (40 min)-Guided practice- listen to song- decide on two emotions-connect emotions with colors-paint section-set to the side-clean off area with a rag 5 min (45 min)- Guided practice- Repeat with new section 5 min (50 min)- Guided practice- Repeat with new section 3 min (53 min)- Hand out blotter sheets- place painted and unpainted sections on the sheet-bring sheet back to the drying rack 5 min (58 min)- Clean and line up 2 min (60 min-)Closure-while students are in line, review abstract, color symbolism, and geometric/organic shapes. o Second Class (1 hour) 3 min-Anticipatory Set-review primary, secondary, and complementary colors.

 Rationale

5 min (8 min)-Guided practice- listen to song- decide on two emotions-connect emotions with colors-paint section-set to the side-clean off area with a rag 5 min (13 min)- Guided practice- Repeat with new section 5 min (18 min)- Guided practice- Repeat with new section. Push painting supplies to the front of table. Dry table with rag. 5 min (23 min)- model gluing on sections to white 12x18 paper, drawing a parallel line around the shape, and cutting out the shape. Also model gluing on yarn. Discuss line quality and melodic line. 11 min- (34 min) Guided practice-glue on sections, draw line, cut out shape, and glue on yarn. 5 min- (39 min) hand in projects at the drying racks and clean up. 3-min-(42 min) Hand out worksheet- ask student to write name/grade/class-Students get out markers and pencil. Give directions. 15 min-(57 min) Fill out color symbolism worksheet, hand in, and line up. 3 min-(60 min) closure- students can share their work.

According to the National Visual Arts Standards, It is incredibly important for students to learn how to communicate their thoughts and feelings in a variety of modes, giving them a vastly more powerful repertoire of self-expression. This project teaches them to associate emotions with color thus giving them more options of self-expression. This form of nonverbal communication will help the students to strengthen their presentation of ideas and emotions. This lesson also successfully integrates music with art education. According to the National Visual Arts Standards, because forging these kinds of connections is one of the things the arts do best, they can and should be taught in ways that connect them both to each other and to other subjects. Significantly, building connections in this way gives students the chance to understand wholes, parts, and their relationships. Materials and Resources o Watercolor paint Blue, red, yellow, green, orange, purple o Paintbrushes Large mop brushes o Water containers o 11x 14 Watercolor paper o 12 x 18 white drawing paper o Glue o Color symbolism pretest/posttest o Blotter sheets o Pencil o Markers

o o o o o o

Black yarn Powerpoint presentation Computer Projector/projector screen or smartboard Optional: prints or book of Kandinskys work (Kandinsky bulletin board) Listening samples

Vocabulary o Abstract art uses a visual language of form, color and line to create a composition which may exist with a degree of independence from visual references in the world o Color symbolism in art and anthropology refers to the use of color as a symbol in various cultures. Examples: Blue-sad; red-angry. o Wet-on-wet- a painting technique in which layers of wet paint are applied to previous layers of wet paint o Geometric Shape-have clear edges and are typically regular and symmetrical. They are often man made. (circle, square, rectangle, triangle) o Organic Shape-have a natural, flowing and curving appearance. They are typically irregular and asymmetrical. They are often found in nature. (blobs) o Primary colors- colors equidistant on the color wheel and cant be mixed. All other colors can be made from these three colors. (red, yellow, blue) o Secondary colors-These colors are equidistant on the color wheel. They are created by mixing two primary colors. (purple, green, orange). o Complementary colors-Colors that are opposite each other on the color wheel. When mixed together, one color neutralizes the other. o Line quality-The unique character of a drawn line as it changes lightness/darkness, direction, curvature, or width. o Parallel-side by side and having the same distance continuously between them. o Melodic line- a succession of notes forming a distinctive sequence

Procedure a. Anticipatory Set (Motivation) 1. Day 1 a. Discuss abstraction. Does anyone know what abstract means? What makes a piece of artwork abstract? What kind of artwork is not abstract? Have students point out examples around room. What kind of artwork is abstract? Have students point out examples around room. 2. Day 2 a. Review primary and secondary colors by drawing a color wheel on the board. The color wheel will be blank at first and students will come in and fill in the blanks. Review and fill in primary colors. Review and fill in secondary colors. Discuss how secondary colors are created. Discuss and review complementary colors.

b. National Standards/ Content Standards 1. N.V.A. K-4: Understanding and applying media, techniques, and processes Achievement Standard: Students will: a. know the differences between materials, techniques, and processes b. describe how different materials, techniques, and processes cause different responses c. use different media, techniques, and processes to communicate ideas, experiences, and stories d. use art materials and tools in a safe and responsible manner 2. N.V.A. K-4: Using knowledge of *structures and functions Achievement Standard: Students will: a. know the differences among visual characteristics and purposes of art in order to convey ideas b. describe how different *expressive features and *organizational principles cause different responses c. use visual structures and functions of art to communicate ideas 3. N.V.A. K-4: Choosing and evaluating a range of subject matter, symbols, and ideas Achievement Standard: Students will: a. explore and understand prospective content for works of art b. select and use subject matter, symbols, and ideas to communicate meaning 4. N.V.A. K-4: Understanding the visual arts in relation to history and cultures Achievement Standard: Students will: b. identify specific works of art as belonging to particular cultures, times, and places 5. N.V.A. K-4: Reflecting upon and *assessing the characteristics and merits of their work and the work of others Achievement Standard: Students will: a. understand there are various purposes for creating works of visual art b. describe how peoples experiences influence the development of specific artworks c. understand there are different responses to specific artworks 6. N.V.A. K-4: Making connections between visual arts and other disciplines Achievement Standard: Students will:

a. understand and use similarities and differences between characteristics of the visual arts and other arts disciplines b. identify connections between the visual arts and other disciplines in the curriculum

c. Objectives 1. Students will demonstrate knowledge of abstract art by pointing out examples of abstract art and non-abstract art in the room. 2. Students will rip a sheet of watercolor paper into 6 organic shapes. 3. Students will paint six organic shapes using wet-on-wet technique and two colors in order to create an abstract watercolor painting. 4. Students will analyze six songs and determine which emotions they associate with each song. 5. Students will determine which colors best match the emotions that they associated with the songs. 6. Students will demonstrate knowledge of color symbolism by completing the fill in portion of the pretest/posttest. 7. Students will demonstrate understanding of primary and secondary colors by completing the completion portion of the pretest/posttest. 8. Students will demonstrate understanding of geometric/organic shapes and abstraction by completing the true/false portion of the pretest/posttest. 9. Students will demonstrate proper use of glue by adhering the six sections of watercolor painting to a white background. 10. Students will use spatial awareness to adhere and overlap the six sections to create an aesthetically pleasing organic shape. 11. Students will demonstrate understanding of line quality by gluing on yarn to create a flowing line representing a melodic line. 12. Students will use their scissors properly and safely in order to cut out their white background. 13. Students will apply knowledge of parallel lines to cut out their white background equidistant apart around the painting. d. Instructional Input 1. Discuss Abstraction a. Point out examples around the room. Discuss what is and isnt abstract. Discuss the purpose of abstract art. 2. Powerpoint a. Kandinskys 1. Life, Father of modern abstraction, musician, synesthesia, b. Kandinskys work 1. Emphasis on geometric/organic shapes and use of color. c. Color Symbolism 1. Red Passion, Anger, Powerful 2. Yellow- Happy, Hopeful 3. Orange- Energetic, Warm 4. Green- Growth, Jealousy, Greed

3. 4. 5. 6.

5. Blue Sad, Calm, Cold 6. Purple- Royal, Mysterious d. Music 1. Spring from The Four Seasons- Vivaldi. i. happy-yellow; growth-green; energetic-orange 2. Minuet from The Royal Fireworks-Handel i. Royal-purple; powerful-red 3. Dance of the Adolescents from Firebird- Stravinsky i. Angry/passionate/powerful-red; energetic-orange 4. Nocturne in E Flat Major- Chopin i. Calm/sad-blue; mysterious-purple (or) passion-red 5. Liebestraum No. 3- Liszt i. Passion-red; blue-calm 6. Fanfare for the Common Man-Copland i. Yellow-Joyful; Growth-green (or) powerful-red. Explain directions for Color Symbolism pretest/posttest. Discuss organic and geometric shapes. Discuss primary, secondary, and complementary colors. Discuss line quality.

e. Modeling 1. Ask students to gather around the table. Model ripping watercolor paper into 6 sections and wet-on-wet watercolor technique. 2. Ask students to gather around the table. Model gluing on sections to white 12x18 paper, drawing a parallel line around the organic shape, cutting out the shape, and gluing on yarn. f. Check for Understanding 1. After I give instructions, I will ask the students to show a thumbs up, thumbs in the middle, or thumbs down to indicate their level of understanding. After modeling, I will walk around the room and ensure that the students are following the instructions correctly. I will immediately correct students that arent following instructions correctly and model again on an individual basis. The pretest/posttest will also determine the amount that the students understood. g. Guided Practice 1. The students will rip the paper into 6 sections. 2. The students will paint the 6 sections of watercolor paper based on the emotions that the students associated with the song playing. 3. The students will glue the sections of their paper onto the white 12x18 background paper. 4. The students will glue the black yarn onto their watercolor painting. 5. The students will draw a line parallel to the shape and cut on the line. h. Independent Practice 1. The students will fill out their color symbolism pretest/posttest independently.

2.

I will provide individual instruction to students while they are completing guided practice steps.

i. Clean Up 1. The students will need to clean their area with a rag during class while painting sections. 2. After handing in their projects, I will ask students that are done first to pick up paintbrushes, watercolor trays, and water containers, throw away paper and yarn scraps, and clean off tables with rags. j. Closure 1. Day 1 a. While the students are in line, review abstraction, geometric and organic shapes, and color symbolism. 2. Day 2 a. The students will voluntarily share their work. Review the content of the test. k. Integration 1. This lesson integrates music education. The students listen to 6 songs from the renaissance, baroque, classical, romantic, and modern era. They will then analyze the song and decide on the emotions that they associate the songs with. They will also create a line using black yarn that represents a melodic line in music. l. Multiple Intelligences 1. Spatial intelligence a. Students will create the most pleasing overall organic shape by overlapping 6 sections of watercolor painting. b. The students will attempt to cut around the organic shape so that the width around the watercolor painting is the same. 2. Musical Intelligence a. Students will analyze 6 songs and decide on the emotions that they associate the songs with. They will also create a line using black yarn that represents a melodic line in music. 3. Intrapersonal Intelligence a. Students will analyze their feelings while listening to the music. 4. Interpersonal Intelligence a. Students will compare their choice of emotions and color with those of their neighbor. 5. Logical a. The students will make correlations between geometric shapes and their use in mathematics. They will also learn about and use parallel lines. m. Adaptations 1. I will offer extra individual help to students that are struggling with any of the steps in this project.

n. Student/Teacher Evaluation 1. I will evaluate their understanding of color symbolism, geometric and organic shapes, abstraction, and primary and secondary colors by assessing their pretest and posttests. 2. I will also assess their final projects to determine their understanding of wet-onwet watercolor technique, color symbolism, abstraction, line quality, geometric vs. organic shapes, and proper use of glue and scissors. I will also evaluate their craftsmanship and aesthetic understanding. o. Display 1. The students can voluntarily share their work at the end of the second class. 2. The pictures will be displayed on a bulletin board. A project description will also be on the board.

Pre-test: Kandinsky and Color Symbolism Lesson

Score: ____/25

Name: ____ANSWER KEY___________________________ FILL IN (15 points)

Date: _________________

Fill in the box with the color (red, yellow, orange, green, blue, or purple) that you most associate with the word. * You may use each color up to 3 times. *You may only use one color per box.
1. Happy 2. Sad 3. Calm

5. Natural

4. Angry

5. Growth

6. Royal

7. Warm

8. Mysterious

9. Powerful

10. Jealous

11. Passionate

12. Greedy

13. Hopeful

14. Cold

15. Energetic

2. Sad

COMPLETION (6 points) The primary colors are _____red__________, _______blue_______, and ___yellow_________.

The secondary colors are ____green_________, ___orange_________, and ______purple_____.

TRUE/FALSE (4 points)

_F__

This shape is organic.

__T__

This shape is organic.

__T__

This shape is geometric.

__F__

Abstract art uses recognizable visual images from the real world.

Post-test- Color Symbolism/Geometric or Organic Shapes/Abstract

Score: ____/16

Name: ____ANSWER KEY_______________________ FILL IN (15 points)

Grade/Class: _________________

Fill in the box with one color (red, yellow, orange, green, blue, or purple) that best matches the word. * You may use each color one time. *You may only use one color in a box.

1. Happy/Hopeful 2. Sad/Calm/Cold 3.Angry/Passionate/Powerful

4. Growth/Jealousy/Greed 5. Energetic/Warmth

6. Royal

6. Royal/Mysterious

COMPLETION (6 points)

The primary colors are ____red___________, ___yellow_________, and ___blue___________.

The secondary colors are ___orange_________, ___purple_________, and ____green_________.

TRUE/FALSE (4 points)

_F__

This shape is organic.

_T___

This shape is organic.

__T__

This shape is geometric.

__F__

Abstract art uses recognizable visual images from the real world.

Pretest Total Scores: Class 1: 4-S Student # Score (out of 25 total) 1 11 2 13 3 16 4 9 5 14 6 9 7 15 8 19 9 12 10 16 11 7 12 17 13 17 14 11 15 14 16 10 17 16 Mean: 53% Median: 56% Mode: 64%
Class 1-Pretest (4-S) Fill In (15 True/False (4 items) Completion (6 items) items) 33% 66% 33% 66% 40% 100% 40% 33% 40% 66% 33% 33% 40% 83% 66% 100% 26% 100% 40% 100% 46% 0% 46% 100% 46% 100% 33% 33% 40% 66% 40% 50% 40% 100%

Percentage 44% 52% 64% 36% 56% 36% 60% 76% 48% 64% 28% 68% 68% 44% 56% 40% 64%

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17

50% 100% 100% 25% 100% 50% 100% 75% 50% 100% 0% 100% 100% 100% 100% 25% 100%

Class 1 Pretest
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

Class 1-Pretest (4-S) Fill In (15 items) Class 1-Pretest (4-S) True/False (4 items)

Class 1-Pretest (4-S) Completion (6 items)

Posttest Total Scores: Class 1: 4-S Student # Score (out of 16 total) 1 13 2 13 3 0 4 8 5 16 6 16 7 16 8 8 9 13 10 15 11 9 12 14 13 14 14 16 15 16 16 5 17 16 Mean: 75% Median: 88% Mode: 100% Percentage 81% 81% 0% 50% 100% 100% 100% 50% 81% 94% 38% 88% 88% 100% 100% 31% 100%

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17

Class 1-Posttest (4-S) Fill In (6 items) Completion (6 items) True/False (4 items) 100% 100% 25% 100% 66% 75% 0% 0% 0% 33% 100% 0% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 33% 0% 100% 100% 25% 100% 100% 75% 100% 0% 75% 66% 100% 100% 100% 100% 50% 100% 100% 100% 100% 100% 100% 33% 50% 0% 100% 100% 100%

Class 1 Posttest
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

Class 1-Posttest (4-S) Fill In (6 items) Class 1-Posttest (4-S) True/False (4 items)

Class 1-Posttest (4-S) Completion (6 items)

Pretest Total Scores: Class 2: 4-P Student # Score (out of 25 total) 1 16 2 17 3 12 4 15 5 8 6 17 7 8 8 16 9 13 10 13 11 13 12 19 13 13 14 15 15 15 16 10 17 11 18 7 Mean:53% Median:52% Mode:52%
Class 2-Pretest (4-P) Fill In (15 True/False (4 items) Completion (6 items) items) 47% 100% 47% 100% 33% 100% 47% 67% 13% 67% 53% 100% 27% 33% 40% 100% 33% 67% 33% 67% 33% 67% 53% 100% 46% 67% 46% 67% 46% 67% 40% 33% 33% 67% 20% 33%

Percentage 64% 68% 48% 60% 32% 68% 32% 64% 52% 52% 52% 76% 52% 60% 60% 40% 44% 28%

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18

75% 100% 25% 100% 50% 75% 50% 100% 100% 100% 100% 100% 75% 100% 100% 50% 50% 50%

Class 2 Pretest
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

Class 2-Pretest (4-P) Fill In (15 items) Class 2-Pretest (4-P) True/False (4 items)

Class 2-Pretest (4-P) Completion (6 items)

Posttest Total Scores: Class 2: 4-P Student # Score (out of 16 total) 1 16 2 16 3 10 4 12 5 13 6 14 7 16 8 16 9 10 10 16 11 12 12 16 13 10 14 16 15 16 16 9 17 15 18 16 Mean: 87% Median: 91% Mode: 100% Percentage 100% 100% 63% 75% 81% 88% 100% 100% 63% 100% 75% 100% 63% 100% 100% 56% 94% 100%

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18

Class 2-Posttest (4-P) Fill In (15 Completion (6 True/False (4 items) items) items) 100% 100% 100% 100% 100% 33% 100% 67% 100% 83% 100% 100% 100% 100% 100% 100% 100% 33% 100% 100% 100% 33% 100% 100% 100% 67% 100% 100% 100% 100% 33% 67% 100% 100% 100% 100%

100% 100% 50% 50% 50% 50% 100% 100% 50% 100% 100% 100% 0% 100% 100% 75% 75% 100%

Class 2 Posttest
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

Class 2-Posttest (4-P) Fill In (15 items) Class 2-Posttest (4-P) True/False (4 items)

Class 2-Posttest (4-P) Completion (6 items)

Pretest Total Scores: Class 3: 4-D Student # Score (out of 25 total) 1 17 2 18 3 17 4 17 5 16 6 16 7 19 8 9 9 15 10 11 11 17 12 12 13 19 14 19 15 14 16 8 17 13 18 16 19 13 Mean: 60% Median: 64% Mode: 68%
Class 3-Pretest (4-D) Fill In (15 items) Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 47% 53% 47% 47% 40% 47% 60% 60% 47% 20% 47% 27% 67% 67% 53% 53% 47% True/False (4 Completion (6 items) items) 100% 100% 100% 100% 100% 100% 100% 0% 100% 67% 100% 100% 100% 100% 83% 0% 100%

Percentage 68% 72% 68% 68% 64% 64% 76% 36% 60% 44% 68% 48% 76% 76% 56% 32% 52% 64% 52%

100% 100% 100% 100% 100% 75% 100% 0% 50% 100% 100% 50% 75% 75% 25% 0% 0%

Student 18 Student 19

40% 33%

100% 100%

100% 50%

Class 3 Pretest
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

Class 3-Pretest (4-D) Fill In (15 items) Class 3-Pretest (4-D) True/False (4 items)

Class 3-Pretest (4-D) Completion (6 items)

Posttest Total Scores: Class 3: 4-D Student # 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Score (out of 16 total) 16 16 10 16 16 15 16 15 16 16 15 16 10 10 11 13 11 16 11 Percentage 100% 100% 63% 100% 100% 94% 100% 94% 100% 100% 94% 100% 63% 63% 69% 81% 69% 100% 69%

Mean: 87% Median: 94% Mode: 100%

Pretest Total Scores: Class 4: 4-P Student # Score (out of 25 total) 1 11 2 14 3 7 4 8 5 14 6 10 7 12 8 17 9 10 10 6 11 20 12 16 13 16 14 14 15 9 16 13 17 15 18 18 Mean: 51% Median: 50% Mode: 56%
Class 4-Pretest (4-P) Thurs Fill In (15 True/False (4 items) Completion (6 items) items) 33% 67% 40% 67% 47% 0% 20% 67% 40% 67% 47% 33% 47% 67% 47% 100% 27% 67% 33% 0% 67% 100% 40% 100% 40% 100% 47% 100% 20% 50% 60% 33% 67% 100% 60% 100%

Percentage 44% 56% 28% 32% 56% 40% 48% 68% 40% 24% 80% 64% 64% 56% 36% 52% 60% 72%

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18

50% 100% 0% 25% 100% 25% 25% 100% 25% 25% 100% 100% 100% 25% 75% 50% 100% 75%

Class 4 Pretest
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

Class 4-Pretest (4-P) Thurs Fill In (15 items) Class 4-Pretest (4-P) Thurs Completion (6 items) Class 4-Pretest (4-P) Thurs True/False (4 items)

Posttest Total Scores: Class 4: 4-P Student # Score (out of 16 total) 1 11 2 10 3 10 4 7 5 9 6 7 7 13 8 16 9 9 10 9 11 16 12 13 13 16 14 12 15 13 16 15 17 16 18 15 Mean: 75% Median: 72% Mode: 100% Percentage 69% 63% 63% 44% 56% 44% 81% 100% 56% 56% 100% 81% 100% 75% 81% 94% 100% 94%

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18

Class 4-Posttest (4-P) Thurs Fill In (6 items) Completion (6 items) True/False (4 items) 100% 67% 25% 33% 67% 100% 50% 100% 25% 50% 33% 50% 33% 67% 75% 50% 33% 50% 83% 67% 100% 100% 100% 100% 67% 67% 25% 50% 67% 50% 100% 100% 100% 50% 100% 100% 100% 100% 100% 100% 100% 0% 67% 100% 75% 100% 100% 75% 100% 100% 100% 100% 100% 75%

Analysis of Assessment The overall average of the pretest scores was 54.25%. This data showed that the students didnt know much about color symbolism, abstraction, or geometric/organic shapes. The average posttest score was 81%. The students improved an average of 26.75% from the pretest to the posttest. Also, in all 4 classes, the mode for the posttest was 100% indicating that many students aced the test. I believe the data shows that the students learned a significant amount about the topic through the discussion and, more importantly, application of these concepts.

Lesson Plan
Lesson date and time: 2- 1 hour class periods Subject Area: Art Grade Level/ # of students: 4th Unit Title: Kandinsky Lesson Title: Kandinsky Circles

Overview Description o The students will create an abstract oil pastel drawing modeled after Kandinskys Circles. In each section they will use a different color scheme. Time Line (2 hours) o Prep before class Fold 12x18 paper into 6 sections. Set out papers, rulers, and oil pastels before class if possible. o First Class (1 hour) 3 min-Anticipatory set-review Kandinsky and show Kandinsky Circles. 3 min-(6 min)-Discuss- radial symmetry. 3 min- (9 min)-Model- tracing over fold lines lightly with a pencil and marking the center point of each 6 square. 6 min- (15 min)-Guided Practice-Students trace over fold lines and mark center. Students write name and grade/class on back of paper. 3 min-(18 min) Discuss-colors schemes generally and Monochromatic Color scheme. 3 min- (21 min)-Model-gather students around a table. Model filling in the first section. Show application and different textures. 9 min-(30 min)-Guided Practice-Students fill in the first section. 2 min-(32 min)-Discuss-warm/cool color scheme. Show model. 9 min- (41 min)-Guided Practice-Students fill in the second section. 2 min- (43 min)-Discuss-complementary color scheme. Show model. 9 min-(52 min)-Guided Practice-Students fill in the third section. 5 min-(57 min)-Clean up-Hand in drawings. Put away oil pastels and rulers. Wash hands and tables.

3 min-(60 min)-Closure- Review color schemes by asking the students to describe the color schemes they used on the back of their paper.

o Second Class (1 hour) 3 min-Anticipatory set-Show one of the videos about primary and secondary colors. 2 min- (5 min)-Discuss-Analogous color scheme. Show model. 9 min-(14 min)-Guided Practice-Students fill in the fourth section. 2 min-(16 min)-Discuss- Triadic Primary color scheme. Show model. 9 min- (25 min)-Guided Practice-Students fill in the fifth section. 2 min- (27 min)-Discuss-Triadic Secondary color scheme. Show model. 9 min-(36 min)-Guided Practice-Students fill in the sixth section. 16 min-(52 min)-Independent practice- Students describe the color schemes they used on the back of their paper. Give the students a drawing prompt: draw an object from nature that has radial symmetry. They have to choose one of the color schemes from the project and have to use a pencil and oil pastels. Slower workers can continue working on their project. 5 min-(57 min)-Clean up-Hand in drawings. Put away oil pastels and rulers. Wash hands and tables. 3 min-(60 min) closure- students can share their work.

Rationale Abstract art provides an excellent venue for students to focus on composition and the elements of art. Without the stress of striving for realism, the students can focus on their use of color, texture, and radial balance. Materials and Resources 12 x 18 white paper folded into 6 sections Oil pastels (sets of 24, extra white) Rulers Pencils Computer/Powerpoint Projector screen Projector Videos o http://www.youtube.com/watch?v=-jU3Gx9u-08 Stop motion sesame street video about primary and secondary colors.

o http://www.youtube.com/watch?v=H9QRv-cF7Ns . Dog painting primary and secondary colors. Vocabulary o Abstract art uses a visual language of form, color and line to create a composition which may exist with a degree of independence from visual references in the world o Monochromatic color scheme-uses only one color. o Tint-any color with white added. o Shade-any color with black added. o Warm/Cool color scheme-uses a balance of warm and cool colors. Warm colorsred, orange, and yellow. Cool colors- blue, green, purple o Complementary color scheme-uses colors that are opposite each other on the color wheel. Examples: yellow/purple; red/green; blue/orange. o Analogous color schemes- uses colors that are next to each other on the color wheel. Example: warm colors; cool colors. recommended for this project. o Triadic-primary-uses 3 colors that are evenly space around the color wheel. Ex: red, yellow, and blue. o Triadic-secondary-uses 3 colors that are evenly spaced around the color wheel. Ex: purple, green, orange. o Radial symmetry- Type of symmetrical balance that radiates from a central point Procedure p. Anticipatory Set (Motivation) 1. Day 1 a. Show Kandinsky circles. Review Kandinsky biography and abstract art. Discuss Kandinskys interest in color theory. 2. Day 2 a. Show a video about primary and secondary colors.

q. National Standards/ Content Standards 1. N.V.A. K-4: Understanding and applying media, techniques, and processes Achievement Standard: Students will: a. know the differences between materials, techniques, and processes b. describe how different materials, techniques, and processes cause different responses c. use different media, techniques, and processes to communicate ideas, experiences, and stories d. use art materials and tools in a safe and responsible manner 2. N.V.A. K-4: Using knowledge of *structures and functions Achievement Standard: Students will:

a. know the differences among visual characteristics and purposes of art in order to convey ideas b. describe how different *expressive features and *organizational principles cause different responses c. use visual structures and functions of art to communicate ideas 3. N.V.A. K-4: Choosing and evaluating a range of subject matter, symbols, and ideas Achievement Standard: Students will: a. explore and understand prospective content for works of art b. select and use subject matter, symbols, and ideas to communicate meaning 4. N.V.A. K-4: Understanding the visual arts in relation to history and cultures Achievement Standard: Students will: b. identify specific works of art as belonging to particular cultures, times, and places 5. N.V.A. K-4: Reflecting upon and *assessing the characteristics and merits of their work and the work of others Achievement Standard: Students will: a. understand there are various purposes for creating works of visual art b. describe how peoples experiences influence the development of specific artworks c. understand there are different responses to specific artworks r. Objectives 1. Students will demonstrate understanding of 6 different color schemes (Monochromatic, warm/cool, complementary, analogous, triadic/primary, and triadic/secondary) by applying oil pastels to a section of their project using that color scheme and writing a short description of the color scheme. 2. Students will demonstrate understanding of radial balance by creating radial designs. 3. Students will create a rough and smooth texture using oil pastels. 4. Students will demonstrate understanding of tints by applying white oil pastel over a color. s. Instructional Input 1. Powerpoint a. Kandinsky Biography 1. Focus on abstract and interest in color theory. b. Kandinsky Circles 1. Color theory c. Radial Balance

d. e. f.

g. h. i.

1. Definition, examples, examples from nature. Monochromatic color scheme 1. Definition, tints, shades, color wheel, example Warm/Cool color scheme 1. Definition, warm colors, cool colors, color wheel, example Complementary color scheme 1. Definition, complementary color combinations, color wheel, example Analogous color scheme 1. Definition, warm colors, cool colors, color wheel, example Triadic-primary color scheme 1. Definition, primary colors, color wheel, example Tradic-secondary color scheme 1. Definition, secondary colors, color wheel, example

t. Modeling 1. I will have the students gather around the front table and model tracing over the fold lines lightly with a pencil and marking the center point of each 6 square. 2. I will have the students gather around a table. I will model filling in the first section using monochromatic color scheme. I will show the application of oil pastels, ways to make different textures, and how to create tints using oil pastels. u. Check for Understanding 1. After I give instructions, I will ask the students to show a thumbs up, thumbs in the middle, or thumbs down to indicate their level of understanding. After modeling, I will walk around the room and ensure that the students are following the instructions correctly. I will immediately correct students that arent following instructions correctly and model again on an individual basis. v. Guided Practice 1. The students will trace over fold lines and mark the center. Students write name and grade/class on back of paper 2. The students will fill in all of the sections using the color scheme just discussed. w. Independent Practice 1. I will give the students a drawing prompt: draw an object from nature that has radial symmetry. They have to choose one of the color schemes from the project and have to use a pencil and oil pastels. Slower workers can continue working on their project. 2. I will provide individual instruction to students while they are completing guided practice steps. x. Clean Up 1. Both days a. Hand in drawings. Put away oil pastels and rulers. Wash hands and tables. b. Give the students that are done first the special cleaning tasks. y. Closure

1. Day 1 a. Review color schemes by asking the students to describe, in two sentences, the color schemes they used on the back of their paper. 2. Day 2 a. The students will voluntarily share their work. z. Integration 1. This lesson integrates math and art. The students have to measure and mark the central point of each 6 square. We also discuss radial symmetry and geometric shapes (circles and squares). aa. Multiple Intelligences 1. Spatial Intelligence- Students will attempt to create pleasing and balanced color combinations. They will also attempt to balance a rough and smooth texture. 2. Music Intelligence-the teacher will play music during the students work time. It would be best if the time of the music matched up with the time they are allotted to work on each section. 3 songs per section. 3. Logical Intelligence- The students have to measure and mark the central point of each 6 square. We also discuss radial symmetry and geometric shapes (circles and squares). 4. Naturalistic intelligence- We will discuss where radial symmetry can be found in nature (sun, starfish, shell, tree rings, etc). 5. Linguistic intelligence- Review color schemes by asking the students to describe the color schemes they used on the back of their paper. bb. Adaptations 1. I will offer extra individual help to students that are struggling with any of the steps in this project. I will also ask skilled students to help struggling students if they are done with their work. cc. Student/Teacher Evaluation 1. I will evaluate their understanding of the color schemes, rough/smooth texture, radial balance, and craftsmanship by assessing their projects. 2. I will also observe students behavior and work ethic. Any particularly outstanding or disruptive behavior will be recorded with a brief description. dd. Display 1. The students can voluntarily share their work at the end of the second class. 2. The pictures will be displayed on a bulletin board. A project description will also be on the board. a. This particular project should be displayed so there isnt any space between the projects. This makes it appear like one large piece.